| Educational disparities have been examined in relationship to many different groups, but one group had been left out of the discussion - queer identified students. In this phenomenological study I asked the question: In what manner is queer identity and mathematical identity expressed simultaneously for individuals self-identified as LGBTQ? This began a discussion about the intersection of queer identity and mathematical identity. Six participants were interviewed and commonalities in their lived experiences were considered. Four of the six participants used the word queer to define themselves. Of these four, there were two major ways that they understood the word queer, as stepping outside of a binary and as community. It was found that a queer identity had not been essentialized for the four participants. A major supportive factor for all six participants was having a sense of community that supported their queer identity. An LGBTQ youth center provided them all with that sense of community. Other sources of community included their family's of origin, friends, gay-identified teachers, and teachers in general. The impact of support received at school is examined with relationship to both queer identity and mathematical identity. Having support for one's queer identity at school was found to relate to possessing a stronger mathematical identity. This study has implications for the classroom teacher, GSA advisor and to those running youth centers. |
